A bstruct C m i n beliefs and theories of teachers outstanding at promoting sf uden fs ' thinking are compared to those of teachers less-than outstanding. Anahsis reveals thaf differences exkt between the two groups regarding their inrtructional gods, conceptions of thinking, and views on the dilemma of depth vs breodfh of content coverage.Results may provide direction for pre-and in-emice teacher training efforts which attempt to facilitate teachers" iflsfmc fionalpractices in the area of thinking by engaging teachers' in reflection about practice.A prominent theme of educational reform in the 1980's is to develop students' "higher order" and "critical'9hinking. This has been reflected in numerous r a) national reports advocating increased emphasis on thin king in schools (Adler,
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